Revision History
| Version | Date | Comments | Review Date |
| 9 | Spring 2018 | Amended, approved and issued | Spring 2020 |
| 8 | Autumn 2016 | Amended, approved and issued | Autumn 2017 |
| 7 | Spring 2015 | Amended, approved and issued | Autumn 2016 |
| 6 | Autumn 2012 | Amended, approve and issued | Autumn 2014 |
| 5 | November 2010 | Approved and issued (no amendments) | November 2012 |
| 4 | July 2008 | Amended, approved and issued | July 2010 |
| 3 | September 2006 | Approved and issued | September 2007 |
| 2 | September 2005 | Approved and issued | September 2006 |
| 1 | September 2005 | First draft |
- Rationale
Personal, Social and Health Education (PSHE) and Citizenship enable children to become healthy independent and responsible members of society. They are aspects of the school curriculum that are cross-curricular and are evident in all aspects of school life. A child’s personal and social development has a crucial affect on their ability to learn effectively.
- Aims/Objectives
Through PSHE and Citizenship it is aimed for each child
- to develop social skills and to work collaboratively with others;
- to develop a positive self image;
- to know and understand what constitutes a healthy lifestyle;
- to develop a respect for others and their property;
- to take an active role in the life of the class/school and develop the skills to be an active member of a democratic society;
- to develop a sense of right/wrong and fairness and act upon these;
- To promote mindfulness;
- To develop British values;
- To promote individuality;
- To celebrate difference;
- To develop aspirations for the future.
Additional aims are
- to promote pupil’s confidence, self-respect and self-esteem through the Christian ethos of our school;
- to ensure the well-being of all staff and pupils and provide support mechanisms for them within school.
- Inclusion
All pupils are included and staff, due to the nature of PSHE, strive to create an atmosphere of trust where all pupils can talk about their views and feelings regardless of ability, gender, ethnicity, religion, colour or home circumstances.
- Planning
Although PSHE is no longer compulsory, we have decided that it is an important subject here at St John’s CE (A) Primary School – and teachers shall therefore continue to plan and deliver PSHE teaching and learning sessions. When planning PSHE topics teachers follow the same planning framework as with other subjects highlighting clear learning objectives building on pupil’s previous experience. PSHE and Citizenship are taught in a variety of ways through other subjects and are in some instances as discrete subject areas. They are also developed through activities and whole school events, as evidenced in the SMSC folder.
The school uses the Jigsaw approach to PSHE and Citizenship which provides a scheme of work for each class. There is a set theme each half term, beginning with a class assembly which launches the new theme.
The school scheme of work encompasses drugs, SRE, SEAL & PSHE. PSHE and Citizenship in the Early Years matches the aim of developing a child’s personal, social and emotional development set out in the Early Learning Goals.
- Approaches to Teaching & Learning
To support pupils learning in PSHE throughout the curriculum:
- The school provides positive role models for pupils. Children know that staff see learning as crucial to personal development.
- Classrooms provide a safe, supportive, learning environment.
- Staff adopt a multi-sensory approach when planning learning experiences to ensure the needs of all children are met.
- Learning experiences draw on pupils own experiences and existing knowledge.
- A range of opportunities are provided for pupils to learn, practice and demonstrate skills, attitudes, values and knowledge and understanding.
- From Early Years onwards, pupils are taught clear circle-time rules.
- Time is given for pupils to reflect, consolidate and apply their learning.
- Distancing techniques are used to ensure pupils feel comfortable and less threatened.
- Pupils are encouraged to take responsibility for their own learning and to review their own progress.
- Each session involves a ‘calm me’ section to promote mindfulness and mental wellbeing.
To deliver PSHE successfully, a variety of teaching approaches are adopted. These include:
- Circle-time
- Role-play
- Independent research
- Peer education
- Paired or group discussion
- Displays
- Teacher led discussion
- Assemblies
- Services – in Church and School
- Visitor input
Visitors compliment provision for PHSE. Every year as part of Health, Safety and Wellbeing (PSHE) week, we invite visitors to talk to and take sessions with classes to enhance delivery of the curriculum. Input of visits is monitored by the PSHE Co-ordinator and includes:
- School nurse
- Road Safety Officers
- Fire Brigade
- Ambulance Service
- Recycling Officers
- Parents/Carers and Parishioners (including parents/carers from other cultures)
- Police
- Artist
- Religious Group Leaders
- Charity workers/Fundraisers
- Young Persons Substance Misuse Prevention Officer
- Food for Life partnership (to promote healthy eating/encourage a healthy lifestyle)
- Use of ICT
ICT is used to support the teaching and learning of PSHE where it will enhance learning. A range of software is available.
- Health and Safety
Health and safety issues are taken into account when planning any practical lesson.
- Assessment and Recording
Teachers assess children’s work in PSHE and Citizenship by making informal judgements as they observe them in lessons. We are working towards incorporating the attainment descriptor assessments laid out in the Jigsaw approach.
- Monitoring
Monitoring the standards of children’s work and the quality of teaching is the responsibility of the co-ordinator. The work of the co-ordinator also involves being informed of current developments and providing a strategic lead for the subject.
PSHCE Policy Version 9 Spring 2018
